1.Students should always question what they are taught instead of accepting it passively.Write a response in which you discuss the extent to which you agree or disagree with the statement and explain your reasoning for the position you take. In developing

Essay topics:

1. Students should always question what they are taught instead of accepting it passively.
Write a response in which you discuss the extent to which you agree or disagree with the statement and explain your reasoning for the position you take. In developing and supporting your position, you should consider ways in which the statement might or might not hold true and explain how these considerations shape your position.

The author adduces that there should be the obligation of questioning and answering during the teaching period, instead of passively acceptance by the students. This is the claim with which I generally do concur; among the countless reasons which give adherence to my viewpoint, I would list the most conspicuous ones to rear my standpoint.
The first striking reason which should be considered is the effect of participation in the teaching process over learning proficiency. Indeed, the action of questioning pursues the mind to follow the content of discussion more effectively; furthermore, the learning covers the big portion of discussed points during the teaching. On the other hand, in the passive way of participation in the class, the mind gets to the one-directional mood in which the possibility of the distraction from the main topic is so high. This fact is verified by the recently conducted study by Psychology Department of Tehran University. According to this refreshing intelligence research, the level of efficiency of mind, in data obtaining aspect, declines by approximate of forty percent when its interaction with the topic is passively and without the understanding the progression of its logic. Therefore, the method of querying the content of the lesson by the students causes to the high stand of interaction with the context of the course and enhances the ratio of learned issues.
Another equal striking reason is the explicit feedback of possible weakness in the topic which is obtained by the instructors. In fact, the questioned fields represent areas that students have difficulty for its understanding; according to these report and feedback, the teacher informs about the possible mistakes and failure which students will have in the future; consequently, the progression of the teaching will be aligned to the path which covers these issues. This acknowledges and matching between the method of teaching and the cognition level of students gets more weight and value when the continuousness of lessons’ contents is considered. In another word, since the lessons in any field possesses a process and its content in any level is relevant to the previously discussed topic, the understanding and prevention of the possible problem in its initial stage will be more beneficial in the future learning speed and efficiency.
Finally, this point also should be highlighted that this questioning is a challenge for instructors to present the topic comprehensively and at an advanced level. Although the number of teachers who teach the lessons in the superficial level is few, this querying prevents this number of teachers to present the shallow understanding from the topic. As students have interaction during the teaching processes, they can go steps further than the presented issue, and willing to know more than the privilege issue discussed in the book. In this scenario, instructors are forced to present and cover the topic from the various and entire aspects to fulfill these upper-level questions. Thus, the status of education in the school will be raised.
To wrap it up, all the aforementioned reasons explicitly depict the positive impact of the questioning during the teaching process by the students which increases the brain’s interaction with topic, give a lucid picture about the student possible mistakes and boost the taught contents.

Average: 6.6 (1 vote)
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Transition Words or Phrases used:
also, consequently, finally, first, furthermore, if, so, therefore, thus, in fact, on the other hand

Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments

Performance on Part of Speech:
To be verbs : 18.0 19.5258426966 92% => OK
Auxiliary verbs: 9.0 12.4196629213 72% => OK
Conjunction : 16.0 14.8657303371 108% => OK
Relative clauses : 14.0 11.3162921348 124% => OK
Pronoun: 26.0 33.0505617978 79% => OK
Preposition: 88.0 58.6224719101 150% => OK
Nominalization: 16.0 12.9106741573 124% => OK

Performance on vocabulary words:
No of characters: 2865.0 2235.4752809 128% => OK
No of words: 536.0 442.535393258 121% => OK
Chars per words: 5.34514925373 5.05705443957 106% => OK
Fourth root words length: 4.81161862636 4.55969084622 106% => OK
Word Length SD: 3.02987314803 2.79657885939 108% => OK
Unique words: 258.0 215.323595506 120% => OK
Unique words percentage: 0.481343283582 0.4932671777 98% => OK
syllable_count: 856.8 704.065955056 122% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK

A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 6.24550561798 112% => OK
Article: 12.0 4.99550561798 240% => Less articles wanted as sentence beginning.
Subordination: 3.0 3.10617977528 97% => OK
Conjunction: 1.0 1.77640449438 56% => OK
Preposition: 12.0 4.38483146067 274% => Less preposition wanted as sentence beginnings.

Performance on sentences:
How many sentences: 18.0 20.2370786517 89% => OK
Sentence length: 29.0 23.0359550562 126% => The Avg. Sentence Length is relatively long.
Sentence length SD: 68.2008879056 60.3974514979 113% => OK
Chars per sentence: 159.166666667 118.986275619 134% => OK
Words per sentence: 29.7777777778 23.4991977007 127% => OK
Discourse Markers: 5.55555555556 5.21951772744 106% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 0.0 7.80617977528 0% => OK
Sentences with positive sentiment : 10.0 10.2758426966 97% => OK
Sentences with negative sentiment : 3.0 5.13820224719 58% => More negative sentences wanted.
Sentences with neutral sentiment: 5.0 4.83258426966 103% => OK
What are sentences with positive/Negative/neutral sentiment?

Coherence and Cohesion:
Essay topic to essay body coherence: 0.153510333924 0.243740707755 63% => OK
Sentence topic coherence: 0.0516075560072 0.0831039109588 62% => OK
Sentence topic coherence SD: 0.0440156477386 0.0758088955206 58% => OK
Paragraph topic coherence: 0.105260356927 0.150359130593 70% => OK
Paragraph topic coherence SD: 0.0395121196273 0.0667264976115 59% => OK

Essay readability:
automated_readability_index: 18.7 14.1392134831 132% => OK
flesch_reading_ease: 42.04 48.8420337079 86% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 14.6 12.1743820225 120% => OK
coleman_liau_index: 14.34 12.1639044944 118% => OK
dale_chall_readability_score: 9.35 8.38706741573 111% => OK
difficult_words: 145.0 100.480337079 144% => OK
linsear_write_formula: 14.5 11.8971910112 122% => OK
gunning_fog: 13.6 11.2143820225 121% => OK
text_standard: 15.0 11.7820224719 127% => OK
What are above readability scores?


Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 Out of 6
Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.